A Causal-Comparative Study of the Affects of Benchmark Assessments on Middle Grades Science Achievement Scores

Autor/in	Galloway, Melissa Ritchie
Titel	A Causal-Comparative Study of the Affects of Benchmark Assessments on Middle Grades Science Achievement Scores
Quelle	(2016), (95 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Liberty University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3398-1605-0
Schlagwörter	Hochschulschrift; Dissertation; Middle School Students; Science Achievement; Achievement Tests; Science Tests; Scores; Benchmarking; Comparative Analysis; Educational Assessment; Grade 8; Special Education; English Language Learners; Georgia; Georgia Criterion Referenced Tests + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Education; assessment; Bewertungssystem; School year 08; 8. Schuljahr; Schuljahr 08; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	The purpose of this causal comparative study was to test the theory of assessment that relates benchmark assessments to the Georgia middle grades science Criterion Referenced Competency Test (CRCT) percentages, controlling for schools who do not administer benchmark assessments versus schools who do administer benchmark assessments for all middle school students including those enrolled in Special Education (SPED) and English to Speakers of other Languages (ESOL) programs across the state of Georgia. CRCT pass percentages were collected from fifteen schools that administered benchmark assessments and fifteen schools that did not administer benchmark assessments. The data was collected from The Governor's Office of Achievement website. A t test was used to determine if there was a statistically significant difference between eighth grade science CRCT pass percentages of schools who administer benchmark assessments compared to those schools who did not administer benchmark assessments. The t test resulted in no statistically significant difference for the whole group and the SPED group; however, there was a statistically significant difference for the ESOL group with the non-benchmark mean being higher than the benchmark mean. Future research was recommended that included determining if a correlation exists between the number of assessments administered each year and standardized test scores, the impact ACCESS (Assessing Comprehension and Communication in English State-to-State) scores have on standardized test scores, the impact of English proficiency on standardized test scores, and determining if teachers who use data gained from benchmarks have a positive impact on standardized test scores compared to those teachers who do not use the data obtained from benchmark assessments to drive their instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01